LAUSR

Internationalizing higher education is increasingly recognized as an important element of higher education today. Institutions want to produce graduates who are global citizens, and there fore attempt to strengthen their position in the global marketplace by internationaliz ing the campus community through the research, teaching, and service functions of the institution (Wildavsky, 2010). As a way to increase internationalization efforts, the establishment of offshore branch campuses— educational facilities that provide students the opportunity to receive face-to-face instruction in a country different than that of the host institution—has become more popular since the turn of the century. It is anticipated that by 2025, offshore branch campuses will account for 44% of the total demand for international education (Wilkins & Balakrishnan, 2013). This multipartner approach has caused an increased interest in how offshore branch campuses are operated, with a particular interest in how student affairs is being practiced in international jurisdictions (Seifert, Perozzi, Bodine Al-Sharif, Li, & Wildman, 2014). The consortium model of offshore branch campuses is relatively new and underresearched, with few studies that examine the viewpoints of student affairs practitioners in offshore branch campus settings. This study focuses on the Incheon Global Campus (IGC) in South Korea, which provides a unique consortium